Facilitating Improved Writing among Students through Directed Peer Review

Autor/inn/en	Crossman, Joanne M.; Kite, Stacey L.
Titel	Facilitating Improved Writing among Students through Directed Peer Review
Quelle	In: Active Learning in Higher Education, 13 (2012) 3, S.219-229 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787412452980
Schlagwörter	English (Second Language); Feedback (Response); Business Communication; Graduate Students; Writing Improvement; Peer Evaluation; Teaching Methods; Second Language Learning; Cooperation; Writing Skills; Assignments + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Unternehmenskommunikation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Co-operation; Kooperation; Writing skill; Schreibfertigkeit; Assignment; Auftrag; Zuweisung
Abstract	This study contributes to scant empirical investigation of peer critique of writing among heterogeneously grouped native and nonnative speakers of English, now commonplace in higher education. This mixed-methods study investigated the use of directed peer review to improve writing among graduate students, the majority of whom were nonnative speakers of English. Following a modified version of the "Optimal Model" of peer critique of university coursework, statistically significant gains were realized between the initial draft of a business proposal and its final submission for each of the measured items: support, audience focus, writing conventions, and organization. In addition, during the qualitative phase, students were observed to identify how peer editors naturally engaged in probing and collaborative styles of feedback known as "discovery mode" interactions. Approximately 80% of the students engaged in interactions to clarify the text and align it with the author's intentions, and approximately 37% sought to enhance and develop the text. Finally, the results suggest that the face-to-face peer review did improve the quality of a business communication assignment and implies a number of essential instructional practices toward improved writing and collaboration. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10